Chantelle Warner (University of Arizona)
Creating Lessons Using
The FLLITE Approach
2016 FLLITE Webinar Series: Webinar 2
April 26, 2016
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Agenda
•  Key pedagogical concepts for FLLITE
•  Steps for Creating FLLITE Lessons
–  Text Choice
–  Reading for Teaching
–  Pedagogical Acts
•  Q&A
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The Literary
“In the context of the literary in the everyday, the
literary refers to the range of playful, creative, and
non-conventional ways of making meaning that
language enables.”
(Blyth, Luks, Warner, “The Literary in the Everyday: Teaching
Language as Meaning,” November 2015, ACTFL)
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Literary Play
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Sound Play (sounds)
Visual Play (image subversion)
Word Play (words)
Grammar Play (paradigm subversion and grammatical
metaphors)
Genre Play (genre subversion, genre mixing, intertextuality)
Pragmatic Play (interactional modes)
Perspective Play (subversion of perspectives)
Symbolic Play (symbolism)
Culture Play (subversion of cultural practices and products)
http://fllite.org/project/fllite-resources/
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Literacy...
“….the use of socially-­‐, historically-­‐, and culturally-­‐situated prac4ces of crea4ng and interpre4ng meaning through texts. It entails at least a tacit awareness of the rela4onships between textual conven4ons and their contexts of use and, ideally, the ability to reflect cri4cally on those rela4onships… It draws on a wide range of cogni4ve abili4es, on knowledge of wri@en and spoken language, on knowledge of genres, and on cultural knowledge” (Kern, 2000: 16) CC BY 4.0 (http://creativecommons.org/licenses/by/4.0)
Developing Multiliteracies
Multiliteracies - “the multiplicity of communications channels and
media, and the increasing saliency of cultural and linguistic
diversity.”
(New London Group, 1994)
Students should not be “using language simply to practice
vocabulary and structures, but to explore a different world and
to relate that world to their own thinking and experience.”
(Kern, 2000: 15)
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Literacy through
the Literary (1)
“Language is richness and variety, not the monotone
of singularity of vision and intent.”
(McRae, 1996: 19)
Multiple meanings, ambivalences, intertextualities,
and complexities of meaning creation are inherent to
all language, and are not peculiarities of literary texts
alone
(see Dobstadt & Riedner, 2011: 108; Richardson, forthcoming)
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Literacy through
the Literary (2)
“One could even say that the language teaching
that overemphasizes the communicative function
against the expressive and the integrative functions
paves the way for some sort of advanced Pidgin, a
language to do business in.”
(Zerkowitz 2007: 155)
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Design of Meaning
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Steps for Creating
FLLITE Lessons
•  Choice of Text
•  Reading for Teaching
(Textual, Interpersonal, and Ideational Dimensions)
•  Pedagogical Acts
•  Assessment (coming in the next webinar)
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Choice of Text
Choice of text: Why teach it? How does this text fit into
the lesson/unit/curriculum?
(See also Webinar 1)
http://fllite.org/project/fllite-resources/
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¨
unbestimmte Zahlworter
alle haben gewußt
viele haben gewußt
manche haben gewußt
einige haben gewußt
ein paar haben gewußt
wenige haben gewußt
keiner hat gewußt
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- Rudolf Otto Wiemer
Indefinite Pronouns
everyone knew
many knew
most knew
some knew
a couple knew
a few knew
no one knew
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- Rudolf Otto Wiemer
Reading for Teaching
Reader reactions (Your own!):
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3 Levels of Understanding,
1 Poem
Textual
Interpersonal
Ideational
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3 Levels of Understanding,
1 Poem
Textual
genre, format,
gradation
Interpersonal
indeterminacy:
who? knew what?
Ideational
German history,
ambiguity of
language
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Indefinite Pronouns
everyone knew
many knew
most knew
some knew
a couple knew
a few knew
no one knew
Grammar play / Genre play
play with the genre of
grammatical paradigm
Culture play
commentary on events or
historical memory
- Rudolf Otto Wiemer
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¨
unbestimmte Zahlworter
1. 
2. 
3. 
4. 
5. 
6. 
7. 
alle
viele
manche
einige
ein paar
wenige
keine
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Pedagogical Acts
Pedagogical choices for fostering…
•  reading/writing/speaking/listening/viewing for
meaning
•  understanding texts as socially, culturally, and
historically shaped practices
•  awareness of how meaning is designed and
redesigned
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Pedagogical Acts
• Situated
practice
• Overt
instruction
• Transformed
practice
experiencing
the familiar
experiencing
the new
applying
creatively
applying
appropriately
conceptualizing
by naming
conceptualizing
by theorizing
analyzing
functionally
analyzing
critically
• Critical
framing
(See
London
Group, 1996 / Cope & Kalantzis, 2000 / Paesani, Allen & Dupuy, 2015)
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Pedagogical Acts
experiencing the familiar – draws on
learner’s lifeworld and previous
knowledge and experiences
applying appropriately – knowledge is
acted upon or operationalized in a
predictable or typical way
experiencing the new – immersion in a
new domain or unfamiliar experience
applying creatively – knowledge is
acted upon or operationalized in
original and imaginative ways and/or in
new, unfamiliar settings to generate
novel meanings and situations
analyzing functionally – analyzing a
conceptualizing by naming - learning
text, practice, or action to understand
to use new, abstract terms in order to
categorize, compare and contrast, and what it does, its causes and effects
notice differently
analyzing critically – analyzing a text,
practice, or action to understand the
conceptualizing by theorizing – the
human intentions and interests at hand
making explicit of overt, tacit
understandings and mental models
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Stages in a possible lesson
for “Indefinite Pronouns”
1. 
2. 
3. 
Experiencing the familiar: Learners view a transformed
version of the text (the grammar paradigm), describe what
they see and speculate about the text type (where would
you encounter this text?).
Conceptualizing by naming: Learners identify the indefinite
pronouns in German and contrast them with definite
pronouns.
Conceptualizing by theorizing: How are the pronouns
organized in the text?
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Lesson 10: Indefinite Pronouns
everyone knew
many knew
most knew
some knew
a couple knew
a few knew
no one knew
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Stages in a possible lesson
for “Indefinite Pronouns”
4. 
Experiencing the new: Learners view the original version of
the text (the poem), describe what they see and speculate
about the text type (where would you encounter this text?).
Genre play – grammar paradigms as meaningful in different
dimensions
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Indefinite Pronouns
everyone knew
many knew
most knew
some knew
a couple knew
a few knew
no one knew
CC BY 4.0 (http://creativecommons.org/licenses/by/4.0)
- Rudolf Otto Wiemer
Stages in a possible lesson
for “Indefinite Pronouns”
5. 
Analyzing functionally: What kind of information or message
does the 1st text (the grammar paradigm) convey? What
kind of information or message does the 2nd text (the poem)
convey to you? What questions does it pose for you?
Grammar play – indefinite pronouns as paradigm and
reference in the world
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Stages in a possible lesson
for “Indefinite Pronouns”
6. 
Analyzing critically: What do the silences and gaps reveal
and conceal? Who might be the referent of the pronouns?
What might they know or not know? What does the
gradation mean?
Culture play – German history and questions of guilt
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Stages in a possible lesson
for “Indefinite Pronouns”
7. 
Applying appropriately and creatively: Learners use
knowledge in a new way, remix or recontextualize what they
have learned.
–  composing a similar ”grammar poem”
–  illustrating the poem
–  rewriting/reordering the poem for a specific event
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Other Modes of FLLITE
In advertising
In our linguistic landscape
http://www.presseportal.ch/de/pm/100003642/100776670
https://www.flickr.com/photos/picturesofthings/849264142
In the news
Turkey’s “deep state” runs into
shallow water - Tehran Times cited in A. Bonyadi & M. Samuel, 2013, Headlines in Newspaper Articles. Sage Open: 1-10.
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Q&A
Still have questions? Contact the FLLITE team at [email protected].
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Works cited
• 
Cope, Bill, and Mary Kalantzis. 2000. Multiliteracies Literacy Learning and the Design of Social Futures.
London: Routledge.
• 
Dobstadt, Michael & Riedner, Renate. 2011. “Fremdsprache Literatur – Neue Konzepte zurArbeit mit
Literatur im Fremdsprachenunterricht.” Fremdsprache Deutsch 44: 5-14.
• 
Halliday, M.A.K. & Matthiessen, Christian M. I. M. 2004. An Introduction to Functional Grammar. London:
Edward Arnold.
• 
Kern, Richard. 2000. Literacy and Language Teaching. Oxford: Oxford University Press
• 
McRae, John. 2014 “Representational Language Learning: From Language Awareness to Text
Awareness.” In Language, Literature and the Learner: Creative Classroom Practice, 16-40. Eds. Ronald
Carter & John McRae London: Routledge.
• 
New London Group (NLG). 1996. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard
Educational Review 66 (1): 60–93.
• 
Paesani, Kate, Heather Allen, and Beatrice Dupuy. 2015. A Multiliteracies Framework for Collegiate
Foreign Language Teaching. Upper Saddle River, NJ: Prentice Hall.
• 
Richardson, Diane. forthcoming. Towards a Pedagogy of Ambiguity. dissertation project. University of
Arizona.
• 
Zerkowitz, Judit. 2007 “Language Teaching Through Gricean Glasses.” In Literature and Stylistics for
Language Learners, 155-165. Eds. Greg Watson & Sonia Zyngier. Basingstoke: Palgrave Macmillan.
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